- Age: It is important to note how ELs learn the English language at different stages of their
cognitive development. Most notably, it is important to distinguish between students in the
primary grades, who are learning how print works for the first time while also engaging in
challenging content learning, and students in the intermediate and secondary grades, for
whom the focus is on increasingly rigorous disciplinary content and complex literary and
informational texts. English learners entering U.S. schools in kindergarten, for example,
benefit from participating in the same instructional
activities in literacy as their non-EL peers, along
with additional differentiated support based on
their needs. English learners who enter U.S. schools
for the first time in high school, depending upon
their level and extent of previous schooling, may
need additional support to master the linguistic
and cognitive skills necessary for engaging in
intellectually-challenging academic tasks. Regardless
of their schooling background and exposure to
English, all ELs are given full access to the same
high-quality, intellectually-challenging, and content-
rich instruction and instructional materials as
their non-EL peers as well as appropriate levels of
scaffolding to ensure success. - Primary language and literacy background: English learners have varying levels of
knowledge, skills, and abilities in their primary language and with literacy. Older ELs may
have considerable content knowledge in core disciplines, such as science, literature, or math.
Many ELs continue to develop their primary language and literacy in both formal bilingual
programs or less formally at home. English learners can draw upon their primary language
skills and also the content knowledge they have developed in their primary language to inform
their English language and content knowledge development. Rather than leaving this cross-
linguistic transfer to chance, teachers approach the transfer of primary language knowledge
and skills to English intentionally and strategically. Other ELs may have very limited schooling
backgrounds and may have gaps in literacy skills (e.g., decoding, comprehension) and/or
content knowledge and require substantial support in particular aspects of instruction. Even
with strong primary language foundations, however, some EL adolescents may struggle to
master disciplinary literacy, given the accelerated time frame in which they are expected to
meet grade-level content-area expectations. - Time in the U.S.: Many ELs were born in the U.S. or began their U.S. schooling in
kindergarten. English learners who were born in the U.S. or who have been in U.S. schools for
a number of years generally are fluent in conversational, or everyday English (although there
may be gaps in some ELs’ knowledge of everyday English) and need to develop academic
English in an accelerated manner. Other ELs enter U.S. schools with limited exposure to
American culture or to English. Newcomer EL students—students who have been in U.S.
schools for less than one year—are provided specialized support to ensure their accelerated
development of English, as well as their social integration into their schools. Primary language
assessments are used, when available, with older students who are newcomers to English in
order to determine an appropriate instructional program. Students with strong backgrounds in
formal schooling, those who may be performing at grade level in their primary language but
who are new to English, require different specialized instruction than students with less formal
schooling.
Even with strong primary
language foundations,
however, some EL adolescents
may struggle to master
disciplinary literacy, given
the accelerated time frame
in which they are expected to
meet grade-level content-area
expectations.Access and Equity Chapter 9 | 889